Cornerstone+Assessments




 * High School Presentational Communication Cornerstone Assessments for **
 * Beginner [I, II(MS I-III)] Intermediate (III) Advanced (IV-V) **


 * || **Try again (Emerging)** || **Almost there (Developing)** || **There****(Proficient)** || **And then some****Exemplary** ||
 * ** Content and Organization ** || * Introduction and conclusion are not clear. || Either the introduction or conclusion is unclear || Clear introduction and conclusion. || * Engaging introduction and a powerful conclusion ||
 * ^  || * The ideas are neither clear nor organized. || * Either the ideas are not clear or not well organized. || * Supporting ideas are clear and well organized. || * Supporting ideas are clear, well organized, and engaging. ||
 * ^  || * Lacks awareness of cultural practices and products related to the target language. || * Shows awareness of cultural practices and products related to the target language || * Compares cultural practices and products with other cultures. || * <span style="font-family: 'Times New Roman',Times,serif;">Analyzes cultural practices, products, and relation to global community // (e.g., accurately identifies cultural practices and products; references are relevant and support topic) // ||
 * ^  || * <span style="font-family: 'Times New Roman',Times,serif;">The content lacks personalized perspective. || * <span style="font-family: 'Times New Roman',Times,serif;">Sometimes shows a personalized perspective throughout the presentation || * <span style="font-family: 'Times New Roman',Times,serif;">Generally shows a personalized perspective through the presentation || * <span style="font-family: 'Times New Roman',Times,serif;">Shows personalized perspective (e.g., in opinion, in the way of presenting the topic.) ||
 * ^  || * <span style="font-family: 'Times New Roman',Times,serif;">Implications of the content are not clearly described.


 * <span style="font-family: 'Times New Roman',Times,serif;">Simple ideas are presented. Lack of complex ideas. || * <span style="font-family: 'Times New Roman',Times,serif;">Implications of the content are somewhat described.
 * <span style="font-family: 'Times New Roman',Times,serif;">Simple ideas are presented clearly. Complex ideas are presented with difficulty. || * <span style="font-family: 'Times New Roman',Times,serif;">Describes implications
 * <span style="font-family: 'Times New Roman',Times,serif;">Ideas reflect some complexity of thought- || * <span style="font-family: 'Times New Roman',Times,serif;">Implications are clearly described
 * <span style="font-family: 'Times New Roman',Times,serif;">Ideas reflect complexity of thought ||


 * || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 150%; text-align: center;">**Try again (Emerging)** || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 150%; text-align: center;">**Almost there (Developing)** || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 150%; text-align: center;">**There** **(Proficient)** || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 150%; text-align: center;">**And Then Some****(Exemplary)** ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">**Creative link to/ engagement with Language** || * <span style="font-family: 'Times New Roman',Times,serif;">The audience is generally not engaged || * <span style="font-family: 'Times New Roman',Times,serif;">The audience is generally engaged with the use of some language devices || * <span style="font-family: 'Times New Roman',Times,serif;">Keeps the audience engaged through motivation in different techniques. || * <span style="font-family: 'Times New Roman',Times,serif;">Keeps the audience constantly engaged through motivation in different techniques (e.g., humor, rhetorical questions, anecdotes, first/second person) ||
 * ^  || * <span style="font-family: 'Times New Roman',Times,serif;">Poor use of multimedia/visuals support || * <span style="font-family: 'Times New Roman',Times,serif;">Uses some variety of culturally-aware multimedia/ visual support || * <span style="font-family: 'Times New Roman',Times,serif;">Uses a wide variety of culturally-aware multi-media/visual support || * <span style="font-family: 'Times New Roman',Times,serif;">Illustrates topic through culturally-aware supporting multi-media/visual support ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">**Presentation** || * <span style="font-family: 'Times New Roman',Times,serif;"> Frequent hesitation (mostly memorized) || * <span style="font-family: 'Times New Roman',Times,serif;">Occasional hesitation with minimal memorization || <span style="font-family: 'Times New Roman',Times,serif;">Mostly fluid presentation (not memorized) || * <span style="font-family: 'Times New Roman',Times,serif;">Fluid presentation (not memorized) ||
 * ^  || * <span style="font-family: 'Times New Roman',Times,serif;">Inaccurate intonation || * <span style="font-family: 'Times New Roman',Times,serif;">Intonation is somewhat accurate || * <span style="font-family: 'Times New Roman',Times,serif;">Mostly accurate intonation || * <span style="font-family: 'Times New Roman',Times,serif;">Intonation is appropriate ||
 * ^  || * <span style="font-family: 'Times New Roman',Times,serif;">Pronunciation impedes communication || * <span style="font-family: 'Times New Roman',Times,serif;">Pronunciation does not interfere with communication || * <span style="font-family: 'Times New Roman',Times,serif;">Pronunciation facilitates communication. || * <span style="font-family: 'Times New Roman',Times,serif;">Pronunciation is accurate ||


 * || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 150%; text-align: center;">**Try again (Emerging)** |||| <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 150%; text-align: center;">**Almost there (Developing)** |||| <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 150%; text-align: center;">**There** **(Proficient)** || <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 150%; text-align: center;">**Exemplary** ||
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">** Interaction ** || * <span style="font-family: 'Times New Roman',Times,serif;">Does not understand or provides minimal responses - one word or short phrase answers. |||| * <span style="font-family: 'Times New Roman',Times,serif;">Understands some questions accurately, but responses are limited by language ability |||| * <span style="font-family: 'Times New Roman',Times,serif;">Understands majority of questions accurately and provides moderately elaborate responses || * <span style="font-family: 'Times New Roman',Times,serif;">Understands questions accurately and provides fully elaborate responses ||
 * ^  || * <span style="font-family: 'Times New Roman',Times,serif;">Limited engagement in conversation |||| * <span style="font-family: 'Times New Roman',Times,serif;">Some engagement in conversation |||| * <span style="font-family: 'Times New Roman',Times,serif;">Engages in conversation || * <span style="font-family: 'Times New Roman',Times,serif;">Engages actively and spontaneously in conversation ||
 * ^  || * <span style="font-family: 'Times New Roman',Times,serif;">Speaks with extreme hesitation. |||| * <span style="font-family: 'Times New Roman',Times,serif;">Speaks with some hesitation due to searching for structures and/or vocabulary |||| * <span style="font-family: 'Times New Roman',Times,serif;">Speaks with hesitation only when confronted with unanticipated language structures and vocabulary. || * <span style="font-family: 'Times New Roman',Times,serif;">Speaks with minimal hesitation ||
 * || <span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">** Language Usage ** |||| * <span style="font-family: 'Times New Roman',Times,serif;">Uses basic vocabulary and idioms || * <span style="font-family: 'Times New Roman',Times,serif;">Uses some variety of vocabulary and idioms |||| * <span style="font-family: 'Times New Roman',Times,serif;">Uses a variety of vocabulary and idioms |||| * <span style="font-family: 'Times New Roman',Times,serif;">Wide variety of vocabulary and appropriate idioms ||
 * ||^  |||| * <span style="font-family: 'Times New Roman',Times,serif;">Shows little evidence of register || * <span style="font-family: 'Times New Roman',Times,serif;">Shows awareness of register |||| * <span style="font-family: 'Times New Roman',Times,serif;">Uses appropriate register |||| * <span style="font-family: 'Times New Roman',Times,serif;">Uses appropriate register consistentl ||
 * ||^  |||| * <span style="font-family: 'Times New Roman',Times,serif;">Uses basic sentence structures || * <span style="font-family: 'Times New Roman',Times,serif;">Uses simple sentence structures |||| * <span style="font-family: 'Times New Roman',Times,serif;">Uses somewhat complex sentence structures |||| * <span style="font-family: 'Times New Roman',Times,serif;">Uses complex sentence structures ||
 * ||^  |||| * <span style="font-family: 'Times New Roman',Times,serif;">Demonstrates limited knowledge of grammar (e.g., syntax, conjugation, subject-verb agreement, coherency) || * <span style="font-family: 'Times New Roman',Times,serif;">Demonstrates simple knowledge of grammar (e.g., syntax, conjugation, subject-verb agreement, coherency) |||| * <span style="font-family: 'Times New Roman',Times,serif;">Demonstrates satisfactory knowledge of grammar (e.g., syntax, conjugation, subject-verb agreement, coherency) |||| * <span style="font-family: 'Times New Roman',Times,serif;">Demonstrates structural accuracy (e.g., syntax, conjugation, subject-verb agreement, coherency) ||

What are cornerstone assessments? Introductory Video from Jay McTighe: Click here for SAS Video portal

SAS Sample Cornerstone Assessment (Grade 9 Language Arts) //The team has a conversion chart to turn this into a grade.//

Sample rubrics from ACTFL:

Readings on creating quality Rubrics

Article on "Why" of cornerstone (common) assessments (we are on Step 2):